We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under six phases regarding research uptake and implementation. This categorisation provides a…

Teachers' self-efficacy beliefs and research behaviors are critical to both professional development and the quality of instruction. Thus, teachers are expected to accept and apply the research findings generated by educational researchers to solve a classroom, student, or instructional issue. This article aimed to determine teachers'…

This paper investigates how to reduce the theory-practice gap by making research the object of discussion for researchers and practitioners. The study is situated in the wicked problem of using digital technology in mathematics education. To investigate this problem a workshop of the format data-sprint is conducted, investigating the challenges…

Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective,…

Research Informed Teaching Practice has become a fundamental aspect of educational reform in the modern world, aiding the development and improvement of teaching and learning, decision-making and the school improvement agenda in general. This article presents the findings from a small-scale study across three infant schools in England involving 15…

This research briefing summarises findings from a nationally representative survey of schools and teachers, which investigated teachers' research use. The survey was designed with reference to the principles adopted in an earlier 2014 study in which the National Foundation for Educational Research (NFER) and the Education Endowment Foundation…

The relationship between master's thesis work and teachers' professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries -- Poland, Portugal, England, Latvia,…

Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a…

Internationally, efforts are being made for educational practice to be research-informed on the grounds that schoolteachers will implement what research shows will "work". However, teachers do not necessarily accept research findings; sometimes they contest them. This article considers teachers' contestation in two empirical studies,…

In this paper, I argue that the movement for research utilisation in education can be seen as part of an attempt to alter the foundations on which teachers base their decisions, replacing liberal values with which teaching has been associated, with the values of "what works." I review the empirical literature around teachers' use of…

The Lisbon strategy adopted in 2000 by the European Council considers knowledge to be the key element in ensuring future European Union economic growth and in promoting social cohesion. With this aim in mind, a solid base is needed so that knowledge can not only be produced and but also be used to good effect. For any undertaking based on the…

Purpose: Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on this issue by examining the applicability of a model of rational behaviour as relates to the notion of evidence-informed practice (EIP). Specifically, exploring…

The purpose of this collection of multiple case studies was to examine teachers' perspectives and practices to determine whether instructional strategies implemented in their classrooms to promote literacy skills for students with autism spectrum disorders were described as research-based practices. Although extensive research has been conducted…

With a view to bridging the gap between elementary (primary) and secondary school second language teachers and researchers, the study reported in this paper identified differences in language register, educators' lack of access to research articles and lack of shared space for researchers and educators to communicate as causes of the gap. There is…

For decades there has been a divide between educational research and practice. Sometimes the blame is placed on teachers for not following research-based strategies or not being trained well enough to read the literature. Just as frequently the blame is placed on researchers for not (a) studying topics important to teachers, (b) writing them so…